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LIBRARY OF CONGRESSI 



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i!onuuonNvea\U\ ot >lassac\u\sfeUs. 



Report of the Commissioners, appointed by a 
Resolve of the 22d February, 1825. 



The Commissioners appointed by a Resolve, 
passed on the 22d day of February last, now re- 
spectfully present the result of their deliberations 
to the Legislature. 

By that Resolve, it was made their duty " to di- 
i^est and prepare a system for the establishment of 
such an Institution, or Institutions, as the Commis- 
sioners should deem it expedient, for the State to 
create and endow, as should be best calcidated to 
afford economical and sufficient instruction, in the 
practical .'Jrts and Sciences, to that class of per- 
sons, who do not deHre, 4>r are unable to obtain a 
Collegiate education ; and also to prepare and di- 
f^«.«'*l* system for a proper organization of a fund, 
to be set apart for the purposes of education^ shotv^ 



ty 



ing the sources from which the same might be ob- 
tained, and the objects to ivhich the same ought to 
be applied.'''' 

It is known that this subject was brought be- 
fore the Legislature, by a memorial presented at 
the last winter session, emanating from that class 
of persons, most directly interested in it. 

But neither thej'^ nor others, can hope for the 
success of any project of the kind, unless it be 
shown, that the wants of the community demand it. 

In the language of that memorial, we may say 
with truth ; " that tlie present is the favourable 
moment, for calling the attention of the public to a 
serious consideration of the permanent interests of 
society. It is in such a season only, when the 
State is exempt from the burthens and dangers of 
War, that we are at liberty to consult, or govern- 
ment to provide for those interests, which belong 
not to one but to many generations. 

All wise States, therefore, have for these de- 
signs, availed themselves of such periods, when 
men have both the leisure, and the temper to con- 
sider, not only the immediate wants of society, but 
their connection with the great family of mankind, 
and future ages." The question in general, wheth- 
er the State shall by public patronage cherish 
Schools, Colleges, and learning, has long with us 
been settled. Our schools are-our pride, our glory ; 
they make a part of our State policy. The fright- 
ful indifference which the mass of men has in all 
ages shown, to these most important interests, has 



Ui 






III every wise community, forced the care of them 
upon the pubhc guardians. With us it has be- 
come an axiom, that the preservation of free in- 
stitutions, without great intelligence in the people, 
is irn[)racticable. The en<iuiry now is, whether 
we are to rest content with what we have done, 
whether we shall remain stationary ; or rather 
whether we shall retrograde, for in human im- 
provement, in man or nations, there is nothing sta- 
tionary. Every where else, in Europe, as well •■ 
in our own States, all is excitement, effort and 
struggle. This is a country of business and la- 
bour, thence arises the necessity of giving dignity 
to labour, as the duty, virtue, and happiness of an 
American citizen. 

In most countries, learning and education con- 
stitute a seperate cast, an aristocracy of itself, a 
class of men distinct, exclusive, having little sym- 
pathy with the mass of their fellow creatures, lit- 
tle interest in their concerns, or knowledge of their 
a Hairs. 

The (juestion for us is, whether we shall take 
an opposite course, and endeavour to bring men 
into that State, in which all shall be satisfied, that 
so far as government is concerned, a tender regard 
is shown for all, and thus reconcile all to the inevi- 
table individual distinctions, which exist in nature, 
and in every form of society however organized. 
The world has been divided into those who have 
governed, and those who have been in subjection. 
Education has given to the former their power, 



the want of it has placed the latter in a state of 
imbecility and abject degradation. It has Ijeen be- 
lieved, that the reverse of this could not exist in 
nature. We, in these free States, on the contrary, 
are of opinion, that nature points out no such thing ; 
but that the improvements which are growing up, 
show that much of this distinction is srosslv artifi- 
cial, against nature, and the order of Providence. 
That so many should remain in the semi-barbarous 
state in which they are found in most countries, 
covered with rags, buried in filth, terrible to the 
eye, and frightful to the imagination of cultivated 
man, (if that be shown to be a necessary condi- 
tion) would lead us to think, that we are the vic- 
tims of a pernicious and disgusting system of na- 
ture, rather than under the controul of a benevo- 
lent being. No, this is not the order of Provi- 
dence, but rather, that individuals and nations shall 
advance indefinitely, in all that knowledge, which 
expanding the intellect, and purifying the morals, 
makes man a religious being, and thus places him 
in a state, in which he cannot be badly governed. 
That a few hundreds or thousands in any country, 
should be so educated, as alone to be competent, 
to form any judgment of public measures, and the 
business of society, or any way capable of taking 
a part in the one or the other, would be incredible, 
if the fact did not stare us in the face. The sci- 
ence of government, has been thought an unfathom- 
able mystery, except to a few of the initiated, but 
see to what a pass this necromancy has brought 



jjations ! what base superstitions, entailing misery 
and poverty, what wretched regulations in trade, 
establishing monopolies, and every artificial hin- 
drance in the way of wealth and prosperity, Avhat 
exterminating wars, what loads of debt ! ! Let us, 
however, realize our superiority, claim it, assert it, 
set it forth to the world, and maintain it, by all the 
means which God has put in our power. 

The Commissioners now proceed to a detail of 
the plan. Avhich they have thought it expedient to 
oiler ; remarking as the} go along, upon some par- 
ticulars, and concluding with such observations 
and arguments, as have occurred to them, the force 
of which, they think will be the better perceived, 
after the details are presented. 

The Commissioners mean only to discuss the 
subject of the general plan, and intentionally omit 
many particulars, the consideration of which must 
fall upon those, to whom the organization of the 
InstitvUion shall be intrusted, provided the State 
see fit to endow such an Institution. A discussion 
of the various police regulations, tliat may be 
deemed important, would be out of place here. 

The Commissioners propose an endowment b} 
the State, of one Institution calculated in the lan- 
guage of the Kcsolve " to afford ecouoiuical and 
sufficient instruction, in the practical Arts and Scieji- 
ces, to that class of persons, tcho do not desire, or arc 
unable to obtain a Collegiate education.''^ In stat- 
ing their preference however for one school in the 
first instance, they do it in the full persuasion, that 



( 



a 

the State will rind it expedient, after a successful 
trial shall have been made, to extend still farther 
the system, in the establishment of one or two ad- 
ditional schools of the like kind, to be so situated, 
as to accommodate the various parts of the State. 
Their ideas upon this subject will appear hereafter. 
In observing upon the studies to he pursued in 
this school, they wish it to be understood, that like 
every other system, it is liable to many modifica- 
tions, according to circumstances, and this consist- 
ently with the preservation of the main design. — For 
instance ; upon the first organization of the school, it 
may be difficult, with the means which the state 
may see fit to grant, to put it in operation under 
the most favourable circumstances, so as to em- 
brace every object, which it is intended finally to 
accomplish. Indeed the wants of any new mode of 
instruction, will develope themselves with the pro- 
gress of things. At the same time, it is proper for 
the Commissioners to state distinctly, the general 
plan, and it must be obvious as they have before 
observed, that much must be left to the discretion 
of those, Avlio shall have the charge of its organ- 
ization. Tliis for many reasons ; among others, 
the difficulty which is apparent, of obtaining in the 
first instance, qualified teachers and managers in 
the various branches, which the objects of such an 
Institution necessarily embrace. With these pre- 
liminary observations, they proceed to enumerate 
the studies. The propriety of some of them is so 
obvious, as to require no comment. It must be 



kept constantly in view, that the plan of this Insti- 
tution, is not in any thing, a mere ornamcutal edu- 
cation, but a useful and profitable one, and that the 
pupil is to be at liberty, to pursue amj, or all of 
these studies, as he thinks loill best suit his occupa- 
tion. 

1st — The French and Spanish Lanffuages. 
Tijese languages are already considered impor- 
tant in all thorough education ; they will become 
still more so. VV^c are a commercial people, and 
as the interests of trade are better understood, 
the freedom of intercourse among nations, will in- 
crease. This is more and more apparent every 
day, and nothing will so much tend to break down 
the. barriers of separation, as the acquisition of lan- 
guages, common to each other. The French Lan- 
guage is now in general use, over much of the con- 
tinent of Europe, among the well educated, and 
men of business, and particularly in the larger qom- 
mercial towns, with M'hich we have intercourse ; 
besides, it is the language of one of most refined na- 
tions of Europe, of a nation, whose literature and 
^Luowledge of the arts, should be common proper- 
ty in the world. It is common to the inhabitants 
of one of our most important states, Louisiana ; 
her codes of law being even now, since her union 
with us, published in that, as well as our own lan- 
guage. In regaril to tlie Spanish language, some 
of the same observations are a|)plicable, but in ad 
dition ; the very existence of the southern Repub- 
lic, renders the acqtiisitton of that, of ten fold ira- 



8 

portance; tor it is hardly possible to conceive, that 
ourintercou rse with them, should not be of the most 
interesting and profitable kind. 

2rf — Grammar, Composition, Rhetoric, including 
Speaking, and Reading. — These, if Writing and 
Arithmetic be added, may be deemed the elements 
of an English education. As to Writing, that is 
not intended to be included, as it rather belongs to 
a primary school, and it is supposed, that the art 
has been acquired at a period, before it is intended 
that a boy shall enter this school. In regard to 
Grammar and Rhetoric, including Speaking and 
Reading, it will be enough here to offer a remark 
or two. Some of the observations presented in the 
conclusion of the report, will have a bearing upon 
this head. As to the Grammar of the Enghsh lan- 
guage, it cannot be considered an unsuitable ac- 
quisition for our inteligent farmers, mechanics, and 
merchants, who are called everyday to officiate in 
the most important business of the country. The 
imperfect manner in which it is taught, in many of 
our common schools, requires no comment. By 
Rhetoric, including Reading, is here meant the art of 
Public Speaking. 

As to readinsr ivell, which is the foundation of 
speaking well, it is notorious as a general truth, 
that this is not taught even in our highest schools ; 
or if taught at all, in the most imperfect manner. — 
Good reading, which it would seem, ought to be a 
common acquisition, is on& of "the last that caji be 



/ 



9 

found. In a school, therefore, for popular ertuca- 
tion, whii^h is intcniled to fit men for those corn- 
iiion duties, that, without distinction, not only do, 
but ought to fall upon many among us, we lay 
great stics.i upon the arts of reading and speak- 
ing well, u hich in a free country, are very com- 
manding qualifications, and make up for many de- 
fects. 

3d. — Book Keeping and ^^rithmctic. 

In a country in which, to our honour, business is 
a distinction, instead of the ability to be idle, these 
are essential. Between the man who has, and who 
lias not the |)ower of fig\ires, the difference is so 
grc;it, that llicy seem hardly to belong to the same 
race. This goes to show, liowevcr. hownccessible 
to the .mass of men, with proper opportuiiitics, is a 
great poition of that knowledge, which, if attained, 
breaks down half of the odious barriers of separa- 
tion which exist. 

4/A. — Geography and History. 

I'pon the former, no comment need be made 
here. As to the study of History in this school, 
it should he that of our own country ; its early set- 
tlement ; the revolution and the causes that led to 
it; of the respective states, and particularly our 
own. These sul)jrcts are national, and belong ap- 
proprintilv to ;^s. The knowledge of ihem shoidd 
stand pre. niinent in the mind of an American boy; 
keie he has a constant theme of pride and exulta- 



10 

tion. It IS this, which identifies hitn with some of 
the most interesting struggles, the most brilliant 
exploits, which have ever gained the admiration, 
or elevated the character of man. 

5th. — Drcming. 

This art has not generally been taught in our 
schools, but no man ought to be ignorant of its im- 
portance in the business of life. To be able, in 
half an hour, to make, with a lead pencil, a suffi- 
ciently correct picture of any common house, 
apartment, bridge, tool, or instrument that we see, 
to serve as a model to copy from, is certainly no 
trifling attainment ; it is as certain, that to this ex- 
tent it may sfjon be iearnt. 

Society is divided into different professions, in 
any of which, if a man has acquired in a good de- 
gree, that which belongs to his, he has enough for 
respectability and success. At the same time, it 
is equally and eminently true, that to one great 
class of labourers, we mean those on the land, 
much miscellaneous knoujedge is essential ; their 
occupation leads necessarily to an acquaintance 
with half the arts of life. A good farmer will sel- 
dom be found ionorant of common mechanical ope- 
rations ; he may not be able to do the thing, from 
not having the slight of hand, but he knows how it 
should be done. 

6th.- — J^Iathrmatics, in its largest sense. 
The fear of running into tedious details, leads 



11 

us to as much brevih' as possible. It is easy to 
see what a fruitful sul)ject of remark may be found 
in each of these topics. 

The schools whicii we propose to institute, are 
to (it rnni for wl\at are strictly called the laborious 
occupations. Mathematics are not essential to a 
lawyer, a clergyman, or a pliysician, and it is even 
true, we presume, that many of the most eminent 
in those classes, would not like to be put, to the 
demonstration of the first propositions in Euclid. 
It is equally true, that the kiiowleilije of this sci- 
ence is essential to others. The sailor cannot go 
out of port without it ; to the land surveyor it is a 
profession ; in the art of war it is indispensable ; 
to all who are eii£;ai;ed in public works, such as 
fortifications, canals, aqueducts, &c. it is as much 
so. Indeed, in many departments of active busi- 
ness, it may be considered an accomplishment, 
without which, a man is but half furnished for his 
occupation. 

7//j. — A'alural Philosophy. 

This, in truth, embraces the whole science of 
material thiuirs. It treats upon the general pro- 
perties of bodies ; their irravity. their laws of mo- 
tion ; of Ay^rOi/ff/JCf, or the mechanical properties 
of fluids; o{ pneumatics, or the mechanical proper- 
ties of air ; of optics ; of astronomy ; of the me- 
chanical powers strictly so called, as the lever, pul- 
ley, wheel, and axle, inclined plane, wedge, screw. 
As to practical mechanics, we shall, in a subse- 



12 

quent part of this report, particulary advert to that 
subject. Botany, geology, and mineralogy, also 
coming under this head, will occupy a distinguish- 
ed place in the pursuits at this school. 

8th. — Chemistry. 
This, though belonging to the department of 
natural philosophy, is in fact a science by itself, 
and so taught, It implies a knowledge of the com- 
ponent parts of bodies, animal, vegetable, and min- 
eral ; that is, of the art of ascertaining their pro- 
perties and relations to each other. There is hard- 
ly any domestic business, in which the knowledge 
of it is not important. The making of bread, beer, 
wine, cider, the distillation of spirits, preservation 
of food, the making of butter, cheese, soap, &c. are 
all chemical operations. To the farmer this sci- 
ence is peculiarly useful. It enables him to analyze 
soils and manures, thus to ascertain what particu- 
lar crops are proper for different soils, and how to 
improve a poor soil by the mixing of different 
ones. Knowledge of these particulars, without the 
aid of this science, will be guess work, loose and 
unsatisfactory. 

9tk. — Agriculture and Horticulture. 

This head will be the subject of remark here»> 
fifter. 

loth. — Moral Philosophy and Morals. 

In our colleges, moral philosophy, which may 
be said to be that science, which teaches our du- 



13 

ties generally, is, with propriety, made a branch of 
study, and should have a place in this Institution. 
The moral philosophy, however, which is to be 
taught from books, is far less important, than that 
moral discipline which, havina its deep and well 
laid foundation in Christian morals, cTin and sliould 
be made a part of the discipline of schools. Morals 
are doubtless best tnuj:f|it in the great school of 
life ; in admitting this, how ever, we must remem- 
ber, that we enter this school in youth. Enthusi- 
asm may dream of some great moral machinery, 
by which the world is to be regenerated, but we 
find, that all improvement is a work of time, labour, 
and j)iun : that the vices of society lie deep in the 
constitution of things, and are perpetuated like its 
diseases. 

While this is admitted, arc there many who are 
not the wiser and better for the prudent religious 
instructions of a careful parent, or a tender friend? 
Austere manners are no part of tlie condition of 
things in this country, and in the schools Mivy up- 
propitious to moral discipline. The mere preju- 
dices in favour of power and authority, have dis- 
appeared from among us ; in their stead, we must 
substitute every where, and esj)ecially in our 
schools, i\\c parental government. For this, in the 
relation of instructor and p»jj)il, there must be af- 
fectionate manners, intercourse, and sympathy. By 
morals, also, in tiiese schools, we mean that which 
belongs to an ^Imrrican citizen as such ; many of 
whose duties, either as a public or private uiau, are 



14 

peculiar, they belong to no other; they spring out 
of relations and institutions that are new ; they 
cannot be taught from books. This topic embra- 
ces a wide range of observation, which the occa- 
sion does not admit. While upon the subject of 
the morals of a school, we cannot pass by the in- 
dispensable religious duty of a greater attention to 
health and exercise. None but those doomed to 
sedentary life, can appreciate the importance of 
this subject. How much of the virtue and religion 
of a human being depends upon that healthful and 
physical state, which gives buoyancy to the ani- 
mal spirits, resolution, ardour, and disinterested- 
ness to the mind, none can say. The efifeminate 
ha!)its of our sedentary classes are a just subject 
of animadversion ; and we are satisfied, that a bet- 
ter discipline in our schools, is no longer merely to 
be talked about, but that on the contrary, it can be 
adopted, insisted upon, and carried into practice. 
This too we deem indispensable, if these schools 
hope to maintain the respect of the public. 

11/^. — Political Economy. 

This, also, will be remarked upon hereafter. 

Thus, for the sake of simplicity and method, we 
have mentioned those objects which should be pur- 
sued in these Institututions, intending to revert a- 
gain to the notice of some of them. 

As to the mimber of these schools, to be endow- 
ed immediately by the State, the Commissioners 
have made up their minds, as before suggested, to 



Id 

recommend one only ; to be located at some point 
centrpl, or as nearly so as may be. A situation 
guile central, tliey do not deem any way important 
As there ina\ be a d'\ crslty of sentiment upon the 
subject of tiie number of the schools, they beg leave 
to submit their views uj)on it. 

The project is an experiment, and we think it 
will oe more conformable to the prudent, business- 
like characler of our people, to enter upon it, on 
such a scale, as that notiiinu; is likely to be hazard- 
ed by undertaking too much. IMost of the provi- 
sions, regulations, and expenditures for such an In- 
stitution are out of the usual course, in regard to 
which, we have little or no experience. As the 
great design of the school is nliliti/ and profit, Econ- 
omy in every disbursement is indispensable. In 
new establishments, for the want of experi- 
ence, it will be founil, that many things have gone 
wrong, ainl tiiat if done over again, the}' couhl be 
better done. One school, will, in many particulars, 
serve as a model for others, which, at a future time, 
can be followed with advantage. The difticulty of 
finding, at once, a suflicient number of competent 
instructors and managers of several such institu- 
tions, the Commissioners conceive would be very 
great. These suggestions have appeared conclu- 
sive to the Commissioners, in recommending that, 
which they deem the prudent, safe, and econom- 
ical course. The plan, however, eventually, of one 
Institution for the State, they do not deem fully ad- 
equate to the main design of such education as is 
here proposed. 



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16 

The principal design of the plan is, that a great 
many shall be able to avail themselves of the ad- 
vantages which it offers ; o?je Institution does not 
seem to ansner that object. In one Institution on- 
ly, few would take a deep personal interest. Any 
school, by being brought within a a local sphei'e of 
no great extent, naturally attracts the attention and 
receives the patronage of those within it. It is 
their school, and a spirit of rivalship in this, as in 
almost every concern, will be found useful ; the su- 
pervision of it is more easy, and less expensive. 
Its proximity to the residence of the pupils, will 
accommodate a greater number j for this reason, a 
greater number will resort to it, It is intended, 
that, through the means of lectures, and other facil- 
ities, that young men shall be enabled to resort to 
these schools, for the purpose of instruction in par' 
ticiilar branches, for six months, and perhaps a less 
time. To tliis description of persons, nearness 
would be a great object. More schools than one, 
by bringing into contact various parts of our sister 
states, is a consideration not to be omitted. The 
opinion which the Commissioners entertain of the 
usefulness of the system, and of the ftivourable eye 
with which it will he regarded, is such, tl.at they 
do not doubt, that one school will not accommodate 
so large a number as will soon be found to resort 
to it. 

The Commissioners will no farther enlarge upon 
th.is topic, than by mentioning one, which they con- 
ceive to have a strong bearing upon it, and, indeed) 



17 

npon tlie general question of the expediency of the 
endowment ; and that is, the siihjtct of patronage 
to uliiclj thoy liavo aheady alluded. They are 
aware, that it lias been thought hy many in this 
country, that private bounty and patronage to 
schools and colleges, to any great extent, could not 
be rxprctcd; certainly nothing compared with this 
kind of munificence in Europe. They are not of 
this opinion. All tilings are comparative ; we could 
not accomplish in half a century, that which Eu-, 
rope has been many in effecting, and that half on 
our part, devoted to self preservation. It may be 
said of nations, as of men, that it is a very expen- 
sive business to carry them through their childhood. 
For accomplishments, we have had neither time nor 
money; those were not easily obtained, while we 
were obliged to watch our cradles with guns and 
bayonets in our hands. Why may not our scliools 
expect private patronage? Though wealth will not 
accumulate here in the same form as in Europe, we 
are destined to unexampled prosperity. The world 
has, till now, never seen a people, with minds and 
hands unfettered, all pursuing, with intense easrrr- 
ness, private advantage, which necessarily results 
in general riches. The desire to enrich our rhil- 
dren, cannot become a national characteristic with 
us, for wliile, elsewhere, wealth, and a freedom from 
labour, constitute distinction, here it is talfnt and 
business. We may well pride. ourselves upon a 
state of society, in whicii the class of idlers must 
live without consideration. Devotion to our schools, 
public and prtvate. has become a passion, and well 
3 



18 

it may be ; for to us it is a necessary, self-preserv- 
ing virtue. If men have wealth, they desire to 
gain distinction by it ; and what way is more natu- 
ral, than through that public munificence, which, 
exhibited in patronage of schools, tends most to 
conciliate the regard of the whole community. In 
the period in which we have lived, the bitterness 
of politics has choked up half the natural chan- 
nels of public and private virtue ; in such a condi- 
tion, it is not state, or countr}^ but J^arty, that ab- 
sorbs a man's mind. All these considerations have 
a distant bearing upon the question, as to the num- 
ber of these schools, for we think that the nearer 
they are brought to the attention of individuals, 
the more likely are their pride and affections to be 
engaged in them. We should not have indulged 
in such a latitude of remark upon this head, did we 
not think the subject highly important. 

We now proceed to mention, those provisions 
for the school, which will require expense, and 
which will of course involve an enquiry into the 
necessary funds ; and here we may again remark, 
that as to many of these particulars, they must, in 
the first instance, be left to the discretion of that 
body, in whose hands shall be entrusted the or- 
ganization of the school. — There will be required, 

Ist. — ,1 scite Jor Building. 
A farm and giuden. — The quantity of land, we 
sup})ose to be lifty acres ; certainly not more than 
one hundred. This Land is not to be obtained at 



19 

tho expense of the State, but to proceed from the 
l>ount\ of the town and vicinity in which the lo- 
cation shall be. — The Commissioners have no 
doubt, tliat many towns in the state, would jjive 
a much larger boon, for the advantage of the loca- 
tion. 

'2d. — Biiihlinifs. 

They propose, that there shall be oi}c or two 
principal buildings, as shall be found most conven- 
ient, to furnish accommodation for lecture rooms, 
recitation rooms, public expenses of every kind, 
rooms for philosophical and chemical apparatus, 
for botanical and mincralogical exhibitions, and for 
the library, models, plans, drawings, St'c. The ex- 
pense of the ])riiicipal bnildiiiLJ. or buildings, not 
to exceed fifteen thousand dollars, including the 
necessary icork shops, out-buildings, and fences. 
V.'ork shops, in which the pupils may learn some- 
thing of thp common mechanical operations, are an 
indispensable part of the plan. Tiiese combine 
profit, ]ileasure, and health. This rejects the idea 
of buildings, to serve as dormitories, or to furnish 
accommodations for commons, neither of which are 
deemed necessary ; on the contrar}-, the Commis 
sioners leave out so much of that system of super- 
vision, which now ])revails, as requires, that the 
pujiils should be under the eye of the teachers, 
and for that purpose demands buildings, sufficient 
to furnish eating and sleeping apartments. They 
«lo not deem it applicable to these schools. There 
is much to be said, on both sides of this question. 



20 

One thing however may be observed, and that is, 
that in ihose schools, which are resorted to, princi- 
pally by young men coming out of the labouring 
classes, who are enured to habits of sobriety and 
industry, and who feel a deep conviction that in- 
dustry is their only resource, there will be found 
the best discipline, and the best morals. Necessi- 
ty has been said to be the mother of industry ; 
decent, orderly behaviour, belongs to the same 
family. The example of tlie morals of the school 
which is proposed, we do not believe, wiil be lost 
elsewhere. 

3d. Books. 

4th. Philosophical Apparatus. 

5th. Chemical Apparatus. 

6th. Maps, Charts, Globes. 

7th. Models, Plans, Drawings. 

8th. Tools, and Mechanical Exhibitions. 

9th. Mineralogical, and Botanical Exhibitions, 
and Specimens. 

For these several items, the Commissioners pro- 
pose, an expenditure of fifteen thousand dollars. 
Thus far. we have an expenditure of thirty thou- 
sand dollars. 

It is very obvious, that this appropriation for 
these various objects, is small ; but will, we think, 
enable the school to go into successful operation. 
The Commissioners in proposing an appropriation 
so limited, have a distinct view to an extension of 
the number of the schools. 



21 

lOtk — Teachers. 

A school, like every other thing, tn'ist have a 
beginning. Thoujrh the Commissioners intend to 
propose the plan of a school such as they think 
should be endowed by the state ; still it must be 
obvious to all, that in an untried system, many 
things must be left to time, to develope its actual 
wants ; to ascertain what revenues will be wanted, 
and how tlicy shall be best applied. The truth of 
this observation can be no v\here more apparent, 
than in reference to the subject of teachers. That 
must be a bad school, when the teachers are in- 
competent, whatever other provisions may be 
made for it. For this school, the Commissioners 
propose, as the very first object, the best <iualified 
instructors and managers. This should be a sitie 
qua 7ion; the success of the experiment depends 
upon it. They believe that ultimately, and in a 
short time, the school will supj)ort itself. It can- 
not be expected, that this will be the case, upon 
its opening. 

Gratuitous instruction, is no part of the plan. — 
This would not be just, in regard to that portion of 
the comminiity, who cannot avail themselves of the 
benelit of it. nor would it be expedient, in reference 
to those who mav. The sons of respectable far- 
mers, mechanics, and merchants, cannot expect to 
be educated, at the expense of the State. There 
are at present, in the Colleges of jMassacluisetts 
more than five hundred Students. If the number 
of tivo hundred be supposed in this Institution, at 



22 

twenty dollars as annual tuition fees, it will give 
four thousand dollars. At ttventy-five dollars, Jive 
thousand. The Commissioners believe, that the 
number would in a short time, be much greater, 
and they think, that something near the sum here 
named, should be the annual charge for instruction. 
But this is not all ; the school contemplates, not 
only, the furnishing instruction to those who shall 
go through a regular course of study, but also an 
opportunity to all, who shall resort to it for a less 
time than the established period, for the purpose 
of hearing lectures, and obtaining instruction, in 
particular departments, as for instance in practical 
mechanics, in Chemistry, and other branches of nat- 
wal Philosophy. All such would be charged a reg- 
ular fee for the benefit of their instructors. These 
lectures will also be attended by numbers in the 
nrighbourhood of the Schools, who would also pay 
some small sum for their tickets of admission. 

It is well known that in all seminaries of learn- 
ing, there has been an objection to stated compen- 
sation, no way depending upon the individual merit 
and assiduity of the instructor. In schools for 
common academical instruction, this arrangement 
may be unavoidable, but is by no means so in In- 
stitutions upon the plan of these, when it is sup- 
posed, that individuals will resort, for that instruc- 
tion which they may want in particular branches of 
business. The very existence of these schools, 
will very soon create in the neighbourhood of 
them, a taste for liberal knowledge ; there is 



23 

uothinp;, that 2;ro\vs faster, than such a (aste, when 
it has opportunities for indulgence, it is be cause our 
peoj)le are debarred from such opportunities, that 
so httle of it is apparent. Notliing can be more 
attractive, than various experiments in natural phi- 
h)sopliy, as applicable to the arts, or more intelh- 
gible. When it is notorious tliat ])rivate scliools 
are rising up on every side, wliich have no endow- 
ment Avliatever, and whicli depend for their exis- 
tence upon individual exertion, and where, too, the 
teachers arc paid so liberally, as to induce men of 
the best education to become instructors ; the 
Commissioners hope, not to be thought extravagant 
in saying that they have no doubt, that this school 
v.ill ultimately support itself At the same time, 
this for a while at least must not be relied upon, 
because it is indispensable in the iirst instance, in 
order to procure competent men, lliat they should 
have a certain reliance for their salaries, upon 
funds that are subject to no contingencies. This 
must be upon the State, and the Legislature must 
either create a fund, which will answer tlie pur- 
pose, or pledge itself to pay such sums from time 
to time, as shall be rccpiired. The latter being 
thought most expedient, is proposed. This course 
is suggested because it is not thought be it for the 
State to raise a fund, which in the end may not be 
wanted. What deficiencies, after applying the tui- 
tion fees to the payment of the instructors, there 
may eventually be, or whether any, cannot now ap- 
pear. The Commissioners intentionally forbear to 



24 

state, what miuiber of instructors will be wanted, 
and the sum required for the payment of them. 
Their reasons are, that the subject is liable to con- 
tingencies ; that the scale of instruction upon the 
opening of the school, may be greater or smaller, 
according to the will of the State, and still the 
main design of it be accomplished. These contin- 
gencies whatever they may be, present no serious 
obstacle, because the State may in this particular 
limit their bounty as to time and amount, in such a 
way, as to be clearly within its ability. Besides, 
much must be left to the discretion of those, who 
shall have the first organization of the school. 

Thus far it appears, that a present disbursement 
o^ thirty thousand dollars will be required, and that 
the State will be obliged, in addition to that, to 
guarantee the necessary funds, for the payment of 
the teachers, until the school is in successful ope- 
ration. 

When we consider the various wants of such an 
Institution, the ability of the State, its bounty to the 
Colleges, this may be thouglit an insignificant sum, 
as a Capital for the objects proposed. We think, 
however, that prudence and economy in the outset, 
will best suit the taste of our people ; besides we 
think, that it is but justice to all parts of the State, 
that the present scale of expense, should comport 
with the extension of these schools, which we be- 
lieve will be indispensable. 

The Commissioners now proceed to some gener^ 
al views of the subject, which are applicable to it. 
in every form. 



25 

By ilie terms of the Resolution the Commission- 
ers are recjuired, " to prepare and digest a system 
for a proper orj^anization of a fund, to be set apart 
for llie {)urposes of education ; showing the sources 
from whitli the same may be obtaineil, and the ob- 
jects to which the same ought to be applied." 

The Commissioners think, that they may be ex- 
cused from the performance of any other duty, 
than that of suggesting, tlie necessary provision, 
for the funds of the proposed Institution, without 
going into a general enquiry, of what ought to be 
the policy of the State, upon the subject at large. 
Indeed, the resolution could not have contemplated 
this; because though common schools are doubt- 
less the first object, tlie Commissioners are not 
furnished with the necessary facts, to enable them 
to propose any thing upon that subject. The Res- 
olution in terms does not require it ; besides with- 
out these facts, as to the present state of the 
schools, no plan in regard to any further provision 
for them, could possil>!y be satisfactory. When 
the present Resolution was adopted, various propo- 
sitions were od'ered in the committee, as to making 
an entpiiry in regard to the support of common 
schools, a j)art of the duty of the Commissioners, 
which upon consideration were abandoned, and be- 
cause, it was thought, that the subjects had no ne- 
cessary connection with each other. 

As this is a topic, whicli does in fact present 
some dilTicully, and uidcLd the only practical one, 
4 



26 

of any extent, the Conimissioners beg leave to 
present their views at large, upon it. 

In regard to the value of common schools, there 
is no longer any difference of opinion, and the 
Commissioners would regret to have it thought, 
that they ■ are deficient in the common sensibility 
that prevails in respect to them. It is unquestion- 
ably the first concern, and so they consider it, ev- 
en in reference to the project now presented. 
Any plan, therefore, which contemplates patron- 
age for the higher branches of education, to the 
neglect of the common, or for the rich to the ex- 
clusion of the poor, cannot, and ought not, to re- 
ceive favor. He who has a just regard for the 
safety, and honour of his countr}^, will see, that 
here must be no neglected class, and above all that 
that class must not be the poor ; that nothing can 
secure us from the vices and miseries of other 
countries, but such a S3^stem of education, as will 
inspire all with a sentiment of self respect, and a 
common feeling of sympathy in the fortunes and 
happiness of each other. It is this fellow feeling, 
arising from a deep sense of the equality of privi- 
lege, that is the foundation of the safety of free 
governments. The only question of a practical 
kind is, in what way the various wants of the 
State can best be subserved. Some States have 
been able to make such liberal grants for their 
schools, that common education among them, is 
now nearly, if not wholly gratuitous. This may 
possibly be best for them, but we think not for us. 



27 

Connecticut, considrrinc; its population, has made, 
by frii- the urtatcst <j;iants, for couimon schools 
With those grants, if we are not misinformed, ef- 
fort has ended in those schools, and little is done 
by the people. This is the danger of that system, 
and it is a question of deep concern, to what ex- 
tent we ought to adopt it. In the State of J^eio 
York, a great fund has been provided. Consider- 
ing her new unfurnished settlements, in r^iany 
parts her sparse population, a provision such as 
she has made, niigiit be indispensable. This is 
not our condition. Another thing is to be consid- 
ered ; if they have done much as Stales, the ques- 
tion is, how much have we done in our Towns ; 
and when this enquiry comes to be made, we think 
it will appear, that we have not dishonoured our- 
selves ; on the contrary, that our provisions are 
not less liberal than theirs. This investigation 
should be nia<le, indeed every other, that will 
show the actual state of our schools, and Avhat 
is left to be done. At present, there are defects, 
to be supplied ; to this we are not to shut our 
eyes. Some towns are poor, in some that are 
more competent, the provision for schools is inade- 
quate ; in others, the school districts are badly ap- 
portionetl. It is a knowledge of these facts in re- 
gard to particular i)Jaces, that has created an opin- 
ion in many persons, that the public guardians are 
grossly inattentive to this great concern. In what 
manner the State shall remedy these evils, is a 
(picstion which it will be useful to consider, though 



28 

i)nn?cessaFy here to discuss at large. A law 
which should compel the towns, from time to time, 
to exhibit a state of their schools, would alone do 
something to effect the object. Public opinion 
would, in this way, determine the duties of the re- 
spective towns, and in a measure at least, force a 
compliance with them. For these reasons, we 
should be sorry to see a system of entirely gratu- 
itous instruction provided for the people. Though 
we may call it gratuitous, we must not impose up- 
on ourselves by a name ; for every provision by 
governments for schools, must be made cut of the 
aggregate wealth of the community ; it is only the 
diversion of so much money from one object to 
another ; and though we should erect a school 
fund, it would be a tax to that amount, and no less 
a tax than at present. The necessary and proper 
provision for schools, is a thing local in its nature, 
and while the principle is unquestionable that such 
matters are generally best regulated by those 
whom it immediately concerns, a principle which 
we have carried into all our institutions, still this 
does not exclude altogether the idea that the pub- 
lic at large, are bound to take care of those, who 
from ignorance or wilful neglect, show an entire 
indifference, as well to their own interests, as to 
thrse of the community. It would seem certain 
with few exceptions, that if every town would do 
its duty, in proportion to its ability, that the most 
equal and efficient taxation for common schools^ 
must be that, raised by the respective towns, and 



29 

disbursed by them, under all the advantages of a 
local knowlcdi^e which it is impossible for a State 
or its agents to possess. We trust, therefore, that 
whatever the State shall hereafter think it expedi- 
ent to do, that they will, in no event, run iuto th» 
error of attcmptiufi to relieve the towns from the 
responsibility of taking that care of the schools, 
which necessarily forces upon individuals, the 
high and interesting duty of a personal inspection 
and care of them. Besides, that the State will 
adopt no principle of providing for common schools, 
w'/;ffA does nnt force upon the toivn^, as a general 
rule, a proportionate provision to be made by them. 
We trust that these observations will not be con- 
sidered out of place, and the more so, as they lead 
to a discussion of the other branch of the subject ; 
that is, the importance of the proposed Institution, 
to these common schools ; and the Commissioners 
deceive themselves, if it cannot be made apparent, 
that the State can do nothing in any other way, 
with any thing like the same expense, that will so 
directly and ej/iciently benefit common schools. 
This indet'd is the strong ground upon which the 
project stands before the public, in claiming its 
favor, not of this or that class, but of all, rich 
and poor. 

The standard of knouhdge and taste in the com- 
mon schools, does not comport irith the .ipirit of the 
age. Adam Smith, in his " Wealth of Nations," 
proposed fifty years ago, that the elementary parts 
of Geometry and Mechanics, should be taught in 



30 

the common schools. We want that, which Boli- 
var has adopted as Dictator of the Peruvian Re- 
public, a nursery for School Masters. Good 
schools are produced by good teachers, who have 
a knowledge of good Books. The school masters 
now, are many of them young men, who are fitting 
for College, or who resort to school keeping while 
there, as a temporary resource, or after having left 
College, for the same object. In either event, it is 
not an employment upon which they rely for any 
length of time, and it is in this as in every other 
occupation, that nothing but long devction to it, 
can furnish the necessary qualifications. The 
voiiLh, inexperience, and in many instances even 
very imperfect English education of these instruc- 
tors, render them totally unfit to fill a place, which 
in fact is one of great responsibility. Now, though 
it be true, that we are not yet in a state, in which 
we can expect to find a class of professional, 
thorough, regularly-bred school masters, devoted 
to that business alone, and making that the occu- 
pation of their lives ; still it is true that we are ap- 
proaching to that condition. It is the natural pro- 
gress of things. Teaching, to a certain extent, has 
already become a profession, in the higher schools. 
So it is in the large towns, in common schools. 
Twenty five years ago it was not so, even in the 
Colleges. 

Will the people of this State, or ought they to be 
content to see every thing else advance, and their 
common schools remain stationary ? Any one 



31 

who knows any tliins; of schools, knows that the 
time of an intelligent cliikl, is in a great measure 
wasted, who spends it in the present very imper- 
fect manner upon his aritiiinctic, his writing copies, 
liis spelling Itouk, his reader's assistant, and some 
smattering of geography, (this is about all) from 
three and four years of age, to twelve and fifteen, 
when he leaves the school. This is now unavoid- 
able, because we have no other standard ; we have 
neither teachers for more, nor books that are 
known in those schools. Still there are, however, 
excellent manuals in Chemistry, J^ulural Philos- 
ophy and Polilieat Economy^ containing most of 
the great i)rinii|)h s of tiiose sciences, and ])erfcctly 
intelligiljle to youth within those ages. To these 
children, however, they are sealed books. These 
manuals are put into the hands of the children of 
the rich, who spare no expense in their education ; 
it is known, how lavish they are in this, compared 
with other expenditure s ; they are right, too, for it 
is in tliis way only, that they can maintidn their 
rank in society. No man is at liberty to abaudon 
the rational privileges whieli Cod has give«» him in 
opportunities of superior knowleilge. It is jdain, 
that the mass of our people, have not a just sensi- 
bility upon this subject. It is the duty of their 
legislators to inspire them with it. As the taste 
for a higher ami better eduiation advances, books 
will be written and proviiled, to gratify that taste, 
the demand for them «ill create them. These 
books will, as they should, come out of the genius 



32 

of out own country, illustrate our history, pourtray 
our manners, expose our peculiar vices and follies, 
and teach that which belongs to us, as a free and 
privileged people. Now we are tributary to another 
nation. They write for themselves and not for us. 
It is well known, that Mr. Edward Livingston, in 
preparing a penal code for the State of Louisianna, 
Avhich will endear his name to all enlightened and 
benevolent men in every country, among other im- 
portant suggestions, recommends that it be taught 
in all the schools. With us the knowledge of the 
rights and duties of a citizen, should make a part of 
the earliest education of the youth. His mind 
should be imbued with it, from the moment he can 
understand the part he is to act in a free country. 
This involves a knowledge of the history of his 
country, of its institutions, the practice of its courts, 
and of the great principles of law, civil and criminal. 
There can be no doubt whatever, that the most 
important of these can be rendered intelligible to 
common capacities, and that the wide distinctions 
which now exist among different classes, are ab- 
surdly artificial, and have no foundation in the na- 
ture of man. To what other cause can we attri- 
bute even now, the efficient character of our peo- 
ple admitted on all sides, their capacity for busi- 
ness, public and private, than an understanding, 
imperfect as it may be, of these general principles.'' 
But they should be taught in the schools ; nothing, 
however, can be taught, but that which is known. 
To what end s'.iall we talk of teaching, when teach- 
ers are not to be found. 



33 

No school fund could greatly improve our 
schools, while the instructors are so lamentably de- 
ficient. We must turn our attention to the true 
source of the evil ; and while we would avoid the 
gross indelicacy of speaking unfavourably of the 
schools of our sister states, it is due to truth, that 
we shoidd mention the condition of the schools in 
Connecticut, to show that we want not onl}' more 
comnetcnt school funds, but also a fund of compe- 
tent /inowlcdfrc in the instructors. In the Institu- 
tion which we contemplate, young men would be 
educated in such a way, as to supply the tcants of 
the common schools. It would furnish the best pre- 
paratory education, and not a few would resort to 
it : to ([ualify themselves for the profession of 
school masters, thus becoming as in time it must 
be, a 7'cgular occupation ; an ocoipation too, for 
that description of ])crsous, who, from their rela- 
tive rank and standing in society, would be best 
fitted to be teachers in the common sdiools. 

But this is not all, in reference to the bearing 
which the proposed Institution must have upon the 
improvements, and prosperity of common schools. 
Let us not deceive ourselves; the great improve- 
ments in society in every age, have come from 
men of education; theirs is the first suggestion 
and so it will continue to be. In what other way 
can we arrange, around these common schools, a 
l)iind of rfluient. rnlightcned patrons and friends, 
than by tilling the State with men of liberal know- 
ledge' It is in vain to hope, that any great im- 
6 



provements will be introduced into them, unless 
that class be numerous, who are capable of appre- 
ciating their value, and of raising the standard of 
knowledge. In all provisions for education, it is 
necessary to remember, that we live in a period in 
which the human mind is making efforts, of which 
we find no counterpart in former times ; and that 
what was deemed a good education for the com- 
mon people thirty years since, has ceased to be 
so regarded. We will no farther enlarge upon 
this topic, but conclude by observing, that the 
greatest fund which we can now raise for common 
schools, and by far the most efficient, will be in the 
endowment of an Institution, which, at little ex- 
pense to the individual, shall spread useful know- 
ledge over the State, through the great classes of 
merchants, mechanics, and farmers. The bounty so- 
licited, will be by far the greatest benefaction ever 
imparted by the State to the poor and middling 
classes. It will be a law for them. Here we might 
bring our observations to a close, as we have briefly 
touched upon every topic, which we consider con- 
nected with the subject ; some of them, however, 
seem to admit with propriety of further remark.* 
It is a matter of astonishment, that in a country', 
in which business and labour constitute distinc- 
tion, there should have been no public provision 
made for the education of any class, but of that 
which is professional. 

* See note A, at the end of the Report. 



35 

The state of our grammar schools, common 
schools, and academies, cannot be considered as a 
fair exception to the truth of this remark. 

The question for the Legislature is now reduc- 
ed within narrow limits, and that is, whether it be 
expedient, that the colleges shoi'ld receive, with- 
out participation, all the bounty of the State, grant- 
ed to liljeral education ? If this be truly the ques- 
tion, it would seem, that public opinion has set- 
tled it, and though tve may choose to proci-astinate, 
our successors will be compelled to act with de- 
cision. No man could do otherwise than disgrace 
himself, who should come forward with any system 
of hostility to the colleges, and the professional 
classes. In a great and prosperous country, these 
should and will have an elevated rank. 

The colleges have been nursed by the State, 
and so we trust they will continue to be, according 
to her ability and the requisite provisions for other 
objects, and that she will never lose sight of the 
deep interest which she has in them. 

Those who j)ass through the colleges, must, up- 
on an average, devote not less than four or five 
years, if the period of preparation be considered, to 
dead laimiiaires. 

Thus it is. that no youth can receive a liberal 
education, unless this period, and tiic most precious 
of his life, be wasted, for waste it may be consider- 
ed, except to a few. 

We may venture to say, that education among 
us cannot long exist in a state like this. The sys- 



36 

iexii is /oreig7i, and not .American; there is little m 
it suited to our peculiar institutions, or becoming 
our rank in the world. 

Colleges, which were monkish establishments, 
are even with us, and at this time of the day, the 
only places where what may be called education 
can be acquired. 

Our academies and schools cannot be named as 
fit resorts to furnish a man with that liberal know- 
ledge, which multitudes among our farmers and 
mechanics are eager to obtain, and which would 
render them ornaments of societ}^ and better fitted 
for places of public usefulness. 

The Commissioners have already mentioned the 
pursuits, which they suppose will receive attention 
in this Institution, with the intention, however, of 
briefly recurring, to the mention of some of them. 

When this subject was first brought before the 
Legislature, many gentlemen supposed, that noth- 
ing but a mere Agricultural School, was proposed. 
It already appears, however, that the project em- 
braces a much wider range; that this is only a part, 
still an important part. How important, will be 
obvious from a moment's attention to the subject. 
Agriculture is a science, few employments are in 
their nature more intellectual. The common la- 
bourer has, however, in former periods, been a mere 
machine, performing its work in the same manner 
for ages. If there have been improvements, it is 
imdeniable, that they have proceeded generally 
from those, who have had science, capital, leisure 



37 

and taste Tor the emploj'ment. If these have not 
reaped tlie profit, for profit with thcni is not so 
much the object, the coinimuiitr have. 

At this Institution, will be exlubited, specimens 
of farmiup; ; varieties of plants and seeds will be 
collected ; fruits will be cultivated ; saving labor, 
iraprovcraonts and machines tried ; economical 
modes practised ; a knowledge of the different 
breeds of animals, their habits, diseases, the mode 
of rearing and fattening promulgated ; books upon 
these various subjects will be furnished ; and, in 
fine, every thing communicated, which has a ten- 
dency to enable a farmer to practise his art, with, 
the greatest ))rofit, success, and pleasure. The 
community, will be filled with intelligent agricul- 
turists, who in their turn, must become the instruc- 
tors of others. Thus, if there be caj)ital improve- 
ments, they will be eagerly sought for, and not 
have to contend with those deeply rooted prejudi- 
ces, which keep things stationary for ages. Then 
will there pervade the communit}', an ambitioup 
and honourable spirit of enquiry ; men will talk, 
think, and write about things that are of real value, 
instead of spending their time idly, or what per- 
haps is as bad, wasting it upon insignificant discus- 
sions, which have little other tendency, than to 
narrow their minds, embitter their hearts, and 
show their ignorance. The solitary state of the 
man, who labours on the land, is the greatest hin- 
drance to his improvement ; the society itself, of 
such an establishment will be the best of all 



38 

schools. No man in the country will be so ele- 
vated, as not to be willing to be its patron and 
friend. Our Institutions should be such, as to 
blend together for mutual improvement, all classes- 
There cannot be fellow-feeling between ignorance 
and refinement ; history shows it, the mind of man 
demonstrates it ; they are oil and water, amalgama- 
tion is impossible. 

Political Eco7iomy. 

The Commissioners mean to propose nothing for 
this school, that is showy, expensive and merely 
ornamental, but rather that which is useful and 
profitable, becoming the dignity and prosperous 
condition of an American Citizen. If the time 
that has been devoted in the learned institutions of 
the world, to Metaphysicks, Logic, and Myster}'^, 
had been applied to the study of things that cer- 
tainly do exist, instead of to those that may be, we 
should now have citizens better instructed in their 
duties, better morals, and better government. The 
labours of Smith, Say, and others, have rendered 
this a science new to the world to be sure, but 
deeply connected with the prosperity of any 
people. 

Though there are in it, disputed principles, (in 
what science are there not ?) still, in none are 
there to be found more truths, that are clear to 
common apprehension. It is the prudence and en- 
lightened conduct of the family, extended to soci- 
ety ; it teaches a moral code to nations ; shows 



39 

them that the liberal virtues which prompt to un- 
embarrassed trade and intercourse, are as profitable 
upon a great scale, as in tlieir narrow domestic re- 
lations ; that a good bargain may be good for both 
parties ; that to have a rich commerce, we must 
have rich customers ; that nations are profitted by 
the peaceful policy of each other ; that all plans to 
nionopoii/e the trade of a world, are but the poor 
devices of hucksters, pedlars, and forestallers ; that 
to enrich our own fields, it is not necessary to 
spread desolation over those of our neighbours ; 
that war is only to be justified by the law of self- 
preservation ; that when it breaks out, it becomes 
a great whirlpool, drawing into its abyss of ruiu; 
nations ever so remote from the scene, and thai 
though they may cry '• peace, peace," there is no 
peace. In this, as in many other things, it will be 
found, that our free institutions have prepared our 
minds before hand, to embrace and understand 
clearly those principles, which, in other countriesj 
philosophers have with so much difficulty laboured 
to establish. It is now fifty years, since Adam 
Smith wrote his '' Wealth of Nations," (the 
" Wealth of Nations," it is justly called) and to 
this day multitudes of the enlightened portion of 
his countrymen, understand little of his principles, 
much less have they been able to bring them to 
bear upon existing regulations. 

The fust edition of Mr. Say's treatise upon this 
subject, was published at Paris, in the year 1803, 
since which time, it has been introduced into many 



40 

of the Universities of Europe, and into some in 
this country, and still, in public discussions in our 
National Hall, these rational enlightened friends of 
mankind, have been, by way of derision, called Phi- 
losophers, as though true philosophy, and the prin- 
ciples of business, could, by possibility, be at war 
with each other. Of the truths of this science, no 
American citizen in any public station whatever, 
should be ignorant. Who may not be called to 
public trusts here ? It is because the responsibility 
of government devolves upon the people, that the 
people should be well instructed. 

The Commissioners have thus gone through, an 
enumeration of those things, that distinctly belong, 
in their opinion, to these Institutions. Nothing is 
left for them to do, but to make a few remarks up- 
on some collateral topics. 

Every country has its peculiar character ; nature 
perhaps creates it, institutions may greatly modify 
and add to its improvement. For the foundation 
of the sober, patient, discreet, sagacious character 
of our people, we may look to our early history, 
our rigid climate, stubborn hills, and iron bound 
coasts. The institutions for learning, have done 
the rest. What nature has denied, ingenuity sup- 
plies. How else can we account for the fact, that 
ive should have taken the lead in manufactures,when 
other states are richer, and in many parts possess 
the same natural advantages of water power. 
This is strikingly true, even if we look to the 
neighborhood of their great towns. The manufac- 



41 

tures of Xew-England. will coustitnte much of its 
riches and power. Yes, poicci; for a State tvith- 
out riches, cannot have power. 

AVhile Watt and Boulton were bringing the 
Steam Engine to the perfection it had in their 
time, and which is said to save to England, the la- 
bours of two millions of men ; the latter was asked 
by his king " well sir, what are you now about?" 
" Manufacturing that which kings like much of; 
power, your majesty," was the answer. The man- 
ufacturing ability of 3Iassachusetts, just begins to 
show itself; that interest is in the bud; many in- 
telligent persons are of opinion, that not a Jiftieth, 
and some that not a hundredth part of our water 
power is occupied. Already those who are at the 
head of these establishments, enjoy salaries, that 
far exceed the professional emoluments of gentle- 
men of the fust reputation. 

In the mechanic department in this school, our 
young men will furnish themselves with the pre- 
paratory education, necessary in these establish- 
intnts, and in an economical manner. In most 
countries, individual enterprise is powerless, with- 
out capital ; but here, a well educated person, with 
industry, commands it. He finds those who are 
willing to furnish that, which is better employed 
by him, than by tliem. The one has a fortune al- 
ready accumuhited, and only desires an investment 
of his money, in the hands of prudence, economy, 
and industry. It is by this process, that here, 
credit is a new power, the value of which, cannot be 
f; 



42 

fully understood in oth§r counti'ies. The diffiisioiL 
therefore, through the ^State, of that knowledge 
that is best calculated to call out the ingenuity of 
our youth, in the various departments of mechanic- 
al and manufacturing business, is of the greatest 
importance to a State like Massachusetts. It was 
said of the father of our countr}', that after the rev- 
olution, when the scene of trial had passed b}', and 
good humour prevailed ; he asked in a laughing 
mood, a native of our State, " What have you, in 
New-England, gained by this eight years war; you 
seemed to me to be as well off before ; ive can enjoy 
trade ; tve have rice, tobacco, and cotton." " Sir' 
said his companion in arms, " toe have heads and 
hands; we had heads and hands before, but our 
hands were tied behind our backs." 

Massachusetts, in deciding this question, will do 
well to consider what is now passing in the same 
way in other countries, and in various parts of this. 

In the year 1823, a meeting was called in Lon- 
don, (in that country which had the honor of giving 
birth to Boulton, to Watt, to Arkwright,) for the 
purpose of establishing an Institution for the in- 
struction of her artizans in mechanic science. At 
the first meeting, some of the most eminent men 
in the country attended, such as Dr. Gregory, Dr. 
Lushington, and others. Mr. Brougham not having 
it in his power to be at the meeting, sent an apolo- 
gy, with a handsome donation, in favor of the ob- 
jects proposed. Dr. Binkbeck addressed the meet- 
ing, and stated, that an Institution similar to that 



ilieii proposed for" London, had been set on foot 
by him and other gentlemen, at Glasgow, in 
Scotland, twenty years before. That when the 
plan of it was maturing, all treated the idea of in- 
structing the common mechanics in the principles 
of science, as the dream of enthusiasm; that it was 
predicted that if the mechanics were invited they 
would not come ; if they did come, that they would 
not listen ; and if they did listen, they could not 
comprehend. That all this, hou ever, was falsified 
in the result, and that the Institution in Glasgow, 
was in the most flourishing condition. At the meet-, 
ing mentioned, in London, the Mechanics' Insti- 
tute was established, with this as its first principle, 
that the mechanics should pay J or their instruction. 
The managers now publish a regular magazine, 
which is full of scientific information. The exam- 
ple of Glasgow and London, has given excitement 
to the countr}-, and similar Institutions are estab- 
lished, or proposed, in many other cities. Now it 
must be observed, that this system of instruction is 
for the common mechanics, the working men, the 
day labourers ; in the language of Dr. Binkbeck, 
" the unwashed artificers*." Of men like these, Dr. 
Binkbcik states, that there were then in the socie- 
ty at Glasgow, one thousand. We have mentioned 
these facts as among the most interesting incidents 
of the day, and to show the deep conviction which 
appears every where, of the necessity of extend- 
ing knowledge to a class of men which has hereto- 
fore, in other countries, been doomed to every de- 



44 

gradation. The question for us now is, shall we 
suffer Europe to march before us in that career of 
improvement, which we have claimed as peculiar- 
ly our own ? There are indications that a better 
spirit begins to prevail. 

In the Geneva College, in the State of New- 
York, the trustees propose, as appears from a circu- 
lar, dated March 1st, 1824, to establish, if the con- 
sent of the Regents of the University can be ob- 
tained, a course of instruction, as follows : 

1st. Under the English Professor, the pupil shall 
be taught, the Philosophy of the English Language, 
Geography, Rhetoric, History, English Composi- 
tion, Moral Philosophy, Logic, Metaphysics, Evi- 
dences of Christianity, and shall practice Public 

Speaking. 

2d. Under the Professor of Mathematics, he shall 

study Geometry, Trigonometry', Land Surveying, 
Theoretical and Practical Mensuration, generally. 
Navigation, Levelling, with reference to Canals and 
Aqueducts, Hydraulics, as applied to machinery, 
driven by water pow er, and steam power. Natu- 
ral Philosophy and Astronomy, with the use of 
Mathematical Instruments, the Principles of Archi- 
tectural Proportions, and Bridge Building, Drawing 
of Plans, &c. 

3d. Under the Professor of Chemistry, shall be 
studied, Chemistry, the Principles of Dyeing, 
Bleaching, &c. the Nature and Use of different 
Earths and Soils, the fertilizing qualities and effects 
of different substances, Mineralogy, and Botany ; 



45 

that this course of study shall embrace two years, 
at the expiration of which, Diplomas, t(sualin Col- 
leges, shall be given. 

The Commissioners arc not informed whether 
this plan has been adopted. In the same State, 
throuiih the munificence of Mr. Van Rensselaer of 
Albany, there has been established at Tro}', a school 
with the same general design, as that now proposed. 
In Derby, in the State of Connecticut, there is one. 
The Gardiner Lyceum, the honor of the establish- 
ment of which belongs to him whose name it bears, 
is too well known to require particular mention 
here. 

The Commissioners have thus presented their 
views upon the subject. In deciding upon it, we 
must remember, that the eyes of the world are upon 
these free republics ; that whatever we do, is a 
subject of observation and comment, that millions 
of beings unknown to us, are concerned in the re- 
sult. To what degree of refinement, the mass of 
mankind can be carried, is yet to be shown. 

By the best cultivation of ourselves, let us mani- 
fest to wretched man every where, what he also 
may become, under the same discipline. God has 
doubtless set us on high, for an example. It is 
timi' that we should imderstand, that it is knowledge, 
and not /;;//) (.v/jHJf H^ that is to improve our moral 
condition ; kt men be brought to the conviction at 
once, that their penal codes, curious devices for 
punishment, their penitentiaries, stepping mills, 
and other artful contrivances to inflict suffering. 



46 

cannot be relied on to deter men from crime. That 
when gross offences have once been committed,there 
is little hope of amendment, that the subject of them, 
so far as the power of man extends, is a dead loss 
to society, and seems to be so to nature. 

In that sound and right instruction, which pre- 
pares the mind to love virtue, which makes man a 
religious creature, thus connecting him with God, 
and with good beings throughout the universe, there 
is every thing to hope, and to press us on to all 
possible exertion. 

The Commissioners now close their labors, in 
furtherance of the objects of the foregoing Report, 
and in conformity with the design of the General 
Court, in their appointment, by respectfully sub- 
mitting the draft of two Bills. 

THEODORE SEDGWICK, 
L. M. PARKER, 
JAMES SAVAGE. 

Boston, 9th January, 1826. 



17 



[A.] 

Since the Report was prepared, further enquiry and consid- 
lirable personal obscrration of the Common Schools, have indu- 
ced the Commissioners, to make additional remarks on that 
head. TUty would fail in their duty, should they withhold 
from the Legislature, their decided opinion, thai the public is 
not fully aware, of the very defective state of the Common 
SchooU; and their conviction, that the honour of the Slate, its 
duty as the guardian of the poor and least informed classes, 
imperatively demand an immediate attention to them. 

They are satisfied that in those schools, there is no improve- 
ment corresponding with the stale of society in other respects, 
or with the successful etTorts made in education by the well in- 
formed and richer classes. 

On the contrary, that for the last twenty years, there has 
been no improvement, worthy of mention, when compared with 
the great advances made by society in general. Leaving out 
of view, any notice of what might be taught in those schools, 
and which is not at present ; it may be said with truth, that in 
the most common branches of elementary knowledge, many of 
the teachers are wholly unqualified. How cin it be otherwise? 

Many of these teachers recede no greater compensation, 
than the wages of common labourers. 

Certainly such a recompence, will never induce men to qoal- 
ify themselves for the occupation of school-keeping, one ivhicli 
requires judgment, discretion, sobriety and dignity of character, 
united with great experierce. To commit lil'ty or sixty chil- 
dren to the care of a young man of eighteen or twenty years of 
age, in the common mode of instruction, and lo call this Educa- 
tion, seems an insult to the good sense of the times. 

There are facts enough to show, both in Europe and in this 
Country, th.it the Lancastrian system has been introduced not 
only in the Common Schools, but in those in which the classics 
and the sciences are taught, with great iuccess. This is true of 
the Hif;h School in Edinburgh, rind one of the Commissioners 



48 

can bear tastimoiiy to the same fact, in regard to the High 
School in J'^tew York, under the care of Professor Griscom. The 
country is deeply indebted to this gentleman for his efforts up- 
on the subject, and particularly for having in an excellent work 
lately published in New York, clearly set forth the merits of 
that system. To what extent it may or ought to be introduced, 
into the country part of the state, in populous villages, and the 
neighbourhoods of extensive manufactories, it is not intended to 
express an opinion here, but should be a subject of serious en- 
quiry, and generally how far it may be made applicable, (if at 
all) where the residence of children is remote from each other- 
One of its chief excellencies is its economy; for the same 
money vastly more may be obtained. 

In other respects, the system has its advantages and its dis. 
advantages ; of the former, the most striking can be made ob- 
vious to those only, who have witnessed its operation The sub- 
ject in all points of view is worthy of investigation. ' 

In respect to the Common Schools, Mr. James G. Carter has 
addressed to William Prescott, Esq. several letters which are in 
print, in which the importance of the subject is pressed upon 
the public, in a manner to deserve its most serious attention. 

Massachusetts in what she may now do for the Common 
Schools, will have the benefit of the experience of her sister 
States, together with the lights furnished by the progress of 
education elswhere. Nothings upon this subject can be expect- 
ed to be thoroughly done, till the facts in regard to the present 
state of the schools are carefully collected, together with every 
other fact, that may throw light upon it ; and this by some per- 
son or persons, who shall be responsible for presenting to the 
Legislature, a system deserving of its consideration. A crude 
and undigested one, would be unworthy of the times. 

The Commissioners, as they have before stated, do think, 
that if the proposed Institution should accomplish no other ob- 
ject, it would well repay the bounty of the State, in becoming 
a Nursery for Schoolmasters, and to eflfect that object, they 
would recommend, that a Department be organized in the 
school, for the express purpose of qualifying in the most eco- 
onomical way, such persons, as shall resort to it, with the view 
of obtaining instruction for that occupation. 



■19 



Commontof.nun ot i^asfiiaclliufiiettfit. 



In the year of our I^ord one thousand eight hun- 
dred and twenty-six. 



AN ACT, 

To establish the J\rassachiisetts Seminari/ of Prac- 
tical .'Jrts and Sciences. 

1 Sf.c. 1. IjE it enacted by the Senate and House 

2 of Hrpresrntativcs in General Court assembled, 

3 and by the authority of the same, That there 

4 be, and hereby is incorporated witliin this Com- 

5 monwealth, a Seminary for the Education of 
f) Youth, in the useful and practical Arts and Sci- 

7 ences ; and that his Kxcellcncy. the Governor 

8 of tlie Conunonwealth, for tlie time being, ex 
officio, and his Honor, the Lieutenant Governor 

10 of the Commonwealtli. for the time being, ^.r 

1 1 officio, and such other persons as may be as- 

12 sociatcd with them, as hereinafter provided, be, 

13 and hereby are constituted a body corporate, 

7 



50 

14 by the name of " The Trustees of the Massa- 

15 chusetts Seminary of Practical Arts and Scien- 

16 ces ;" and that they and their successors, and 

17 such as shall duly become members of said 

18 Corporation, shall be, and remain a body cor- 

19 porate, by that name, forever. And for the or- 

20 der!}^ conducting the business of said Corpora- 

21 tion, the said Trustees shall have power and 

22 authority, from time to time, as occasion may 

23 require, to elect a President, Secretary, and 

24 Treasurer, and such other officers of said Cor- 

25 poralion, as may be found necessary, and to 

26 declare the duties and tenures of their respec- 

27 tive offices. 

1 Sec. 2. Be it further enacted, That with the 

2 Governor and Lieutenant Governor of the 

3 Commonwealth, for the time being, shall be as- 

4 sociated, eight other persons, as trustees and 

5 members of said Corporation, who shall be ap- 

6 pointed by the joint ballot of the Legislature, 

7 in convention of both Houses, for the term of 

8 eight years, except, that of the eight persons, 

9 so first appointed, the places of four, to be 

10 designated by lot, shall be vacated at the end 

11 of four years, and the vacancies be filled, in 

12 manner as aforesaid, by a new choice ; and at 

13 the end of the next four years, the places of 

14 the other four, so first appointed, shall be va- 

15 Gated, and the same filled in like manner; and 

16 so on, with the four eldest members, at the end 

17 of every succeeding four years, forever ; and 



51 

18 whenever a vacancy sluiU happen in the num- 

19 ber so appointed, the Legislature shall^at its 

20 then next session, in like manner, fill the same : 

21 Provided, nevertheless, that the Principal of 

22 saiil Seminary, for the time being, shall, ex ojfi- 

23 CIO, be one of said Corporation ; and any per- 
21 son who may make a donation of two thousand 
25 dollars, or upwards, to the funds of said Corpo- 
2C ration, shall thereby become a member there-*^ 
27 of for life : And provided further, that nothing 
2}J herein contained, sliall be so construed, as to 

29 proiubit the re-election of Trustees, wiiose 

30 terms have expired as aforementioned. 

1 Sec. 3. Be it further enacted, Tiiat the said 

2 Corporation shall have full power and authority 

3 to determine, at what times and places, their 
1 meetings sliall be holden, and the manner of 
y notifying the Trustees to convene at such 
G meetings ; and also, from time to time, to elect 

7 a Principal of said Seminary, and such assist- 

8 ants and other officers, as tliey shall judge most 

9 for the interest thereof, and to determine the 

10 duties, salaries, emoluments, responsibilities, 

11 and tenures of their offices. And the said 

12 Trustees are further empowered to determine 

13 where said Seminary shall be located, and to 

14 purchase such real estate, and erect, and keep 
l.") in repair, such houses and other buildings 

16 as they shall judge necessary for the same ; 

17 and also to make and ordain, as occasion may 

18 require, reasonable rules, orders, and by-laws. 



\ 



52 I 

19 not repugnant to the constitution and laws of 

20 this CommonAvealth, with reasonable penalties, 

21 for the good government, and the well being of 

22 the said Seminary, and for the regulation of 

23 their own body ; and also to determine and 

24 regulate the course of instruction in said Semi- 

25 nary, and to confer such diplomas as they may 

26 judge appropriate and useful : Provided, al- 
ii ways, that no corporate business shall be trans- 

28 acted at any meeting, vmiess four, at least, of 

29 the elective and ex officio members are present. 

1 Sec 4 Be it further enacted. That the said 

2 Corporation have a common seal, which they 

3 may alter or renew, at pleasure ; and that all 

4 deeds, sealed with the seal of said Corporation, 

5 and signed by their order, shall, when made in 

6 their corporate name, be considered, in law, as 

7 the deeds of said Corporation ; and that said 

8 Corporation may sue, and be sued, in all actions, 

9 real, personal, or mixed, and may prosecute the 

10 same to final judgment and execution, by the 

1 1 name of " The Trustees of the Massachusetts 

12 Seminary of Practical Arts and Sciences;" and 

13 that said Corporation shall be capable of taking 

14 and holding, in fee simple, or any less estate, 

15 by gift, grant, bequest, devise, or otherwise, 

16 any lands, tenements, or other estate, real or 

17 personal : Provided, the clear annual income of 

18 the same shall not exceed twenty thousand 

19 dollars. 

1 Sec. 5. Be it further enacted. That the clear 

2 rents and profits of ril the estate, real and per- 



:)3 

.3 sonal, of which the said Corporation sliall be 
1 seized and possessed, shall be appropriated, by 
.'» the said Trustees, to the endowment of said 
tj Seminary, in such manner, as shall most erteet- 
7 ualiy promote the object and best interests 
f) tliereoi': the said Trustees conforming to the 
9 will of any donor or donors, in the application 

10 of any estate received, which may be given, 

1 1 (h.'vised or bequeathed, for any particular object 

12 comiccted with the said Seminary. 

1 Sec. tj. lie it further ejiacled, That the Legis- 

2 lature of this Connuonwealth may hereafter in- 
.3 crease or diminish the number of said Trustees, 
4 and may grant any further powers to, or alter, 
.") limit, annul, or restrain any of the powers vested 
() by this act in said Corporation, as, in their wis- 
7 dom, shall be deemed best for the interests of 
a said Seminary; and the Legislature, in conven- 
M tion of both Houses, may, at any time, for good 

Ml cause, remove any Trustee appointed by them, 

I i and forthwith appoint another person, in man- 

12 ncr aforementioned, to fdl such vacancy. 

1 Sec 7. Be it further enacted, That His Ex- 

2 cellency the Governor, for the time being, be 
.{ authorized to i\\ the time and place of the first 
I meeting of the said Trustees, and to notify each 
.» of them tlicrcof in writinsr. 



\ 



y4 



ComnvoYV^fealtVi ot ^lassac\\usetts. 



In the 3^ear of our Lord one thousand eight hun- 
dred and twenty-six. 



AN ACT, 

For the Encouragement of the Practical Arts 
and Sciences. 

1 Sec. 1. -t>E it enacted by the Senate and House 

2 of Representatives^ in General Court assembled, 

3 aiid by the authority of the same. That the 

4 Treasurer and Receiver General of the Com- 

5 nionwealth, for the time being, be, and he here- 

6 by is, authorized and <hrected, to pay to " The 

7 Trustees of the Massachusetts Seminary of 

8 Practical Arts and Sciences," the sum of twen- 

9 ty thousand dollars, annually, for the term of 

10 two years, out of the sums which may be paid 

11 into the Treasury by the several banks, which 

12 now are, or hereafter may be incorporated in 

13 this Commonwealth, for the purpose of estab- 

14 lishing and endowing the said Seminary, and 



15 enabling the said Trustees to carry into effect 

16 the j)rovisions of the Act, by which they are 

17 incorporated. And the said Treasurer and Re- 

18 ceiver General shall make the first of said an- 

19 nual payments, out of the sums, so paid into 

20 the Treasury, during the year ending on the 

21 first Monday of October next. 

1 Sec. 2, Be it fitrth&r enacted. That after the 

2 termination of the aforementioned annual pay- 

3 ments to the said Trustees, there shall be an- 

4 nually set apart, out of the suras paid into the 

5 Treasury, by banks, as aforesaid, the sum of 

6 five thousand dollars, for the term of ten years, 

7 which sum, so annually set apart, the said 

8 Treasurer and Receiver General, under the di- 

9 rection of the Governor and Council, for the 

10 time being, shall invest in such public stocks, 

1 1 bank stocks, or other securities, as, in their 

12 judgment, will render the same most safe and 
1.3 productive ; and the income, arising therefrom, 

14 shall, from time to time, be invested in like 

15 manner. 

1 Sec. 3. Be it further enacted. That the sums, 

2 annually set apart, conformably to the second 

3 section of this Act, shall be considered, and 

4 held inviolate, as a Literary Fund, to be appro- 

5 priated to tlie further endowment and Support 

6 of the aforementioned Seminary, or for the en- 

7 dowment and support of other Seminaries, es- 

8 tablished for like purposes, as the Legislature. 
in their wisdom, shall, from time to time, judge 

10 best. 



LIBRftRY OF CONGRESS 



021 526 186 4 



'«^ 



